Analysing Language Education Policy for China's Minority Groups in Its Entirety

Autor/inn/en	Feng, Anwei; Sunuodula, Mamtimyn
Titel	Analysing Language Education Policy for China's Minority Groups in Its Entirety
Quelle	In: International Journal of Bilingual Education and Bilingualism, 12 (2009) 6, S.685-704 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Policy Formation; Foreign Countries; Comparative Analysis; Minority Groups; Educational Policy; Bilingual Education; Multilingualism; Case Studies; Language Minorities; Language of Instruction; Official Languages; Second Language Learning; Geographic Regions; China + Suchen Sie Ihr Suchwort? Politische Betätigung; Ausland; Ethnische Minderheit; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Mehrsprachigkeit; Multilingualismus; Case study; Fallstudie; Case Study; Sprachminderheit; Teaching language; Unterrichtssprache; Office language; Amtssprache; Zweitsprachenerwerb
Abstract	Two main bodies of literature are identifiable in minority education policy studies in China. Many adopt a descriptive approach to examining policy documents and general outcomes in their historical contexts while others focus on evaluating preferential policies made to address inequality issues in minority education. In most discussions, educators and scholars analyse or speculate about rationale behind minority education policies promulgated by governments at various levels in different periods. Rare attempts are made to develop a conceptual framework to make it possible to analyse the policy process in its entirety. Scholars and educators have seldom defined the relevant actors of a policy, to relate the policy to issues concerning these actors in the matrix of the social hierarchy, and to evaluate how policy outcomes feed back into the policy making and implementation cycle. This paper proposes an analytical framework that addresses these issues on the basis of a comparative analysis of recent literature on bi/trilingual education policies, official policy documents for minority groups and their implementation. The comparative overview is complemented by three case studies in three regions where empirical data were collected. (Contains 3 notes and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10